E-Learning RepositoryThe DSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material.http://er.dut.ac.za:802020-05-26T14:59:14Z2020-05-26T14:59:14Z8 Tips to Incorporate Screencasts Into Your Online Training CoursePappas, Christopherhttp://er.dut.ac.za/123456789/2352018-05-03T11:15:36Z8 Tips to Incorporate Screencasts Into Your Online Training Course
Pappas, Christopher
There is a broad range of applications for screencasts in online training, from software product demos to POS system tutorials. You can even utilize them to improve the accessibility of the online training resources themselves by creating LMS walkthroughs. You can also use them to allow corporate learners to share what’s on their screen to enhance group collaboration online training activities. Here are 8 tips to incorporate screencasts into your eLearning course design.
Analysis of student success in Mechanical Engineering at the Durban University of TechnologyGraham, Brucehttp://er.dut.ac.za/123456789/2332018-04-13T00:01:52ZAnalysis of student success in Mechanical Engineering at the Durban University of Technology
Graham, Bruce
The department of Mechanical Engineering at the Durban University of Technology currently offers a National Diploma (ND) and a Bachelor’s Degree in Technology (BTech), as well as a MEng. and a DEng. This thesis details four areas of study that were undertaken in an attempt to identify potential impediments to student success in the department, using readily available data. The universities’ management information system (ITS) was the primary source of data, but limited data was also obtained from courses that the author taught, as outlined in section (4) below. A grounded action research framework was selected as the methodological framework for these studies as it allowed the freedom to refine an investigation as it progressed as well as to implement potential solutions and determine their efficacy.
The four areas covered were: (1) Analysis of trends in student success rates. A number of changes were made to the National Diploma over a five year period including the introduction of supplementary examinations, the removal of elective offerings, the change in the sequence of subjects offered and a reduction in contact time. This same period also coincided with the first cohort of students entering with the new NSC matric qualification.
This study examined the success rates within subjects, across four semesters of study, from 2007 until 2010 and attempts to show the effects, either positive or negative, that these changes have had. The success rates of subjects within the BTech programme were also interrogated for this same period. These results were also categorised according to whether students obtained their diploma at DUT or at another institution allowing a comparison between the two cohorts.
(2) Workplace Learning (WPL). Anecdotal evidence suggested that the manner in which the WPL components were offered had a negative effect on student throughput as well as not providing substantial opportunity for the integration of experience gained in industry with the academic programme. This study, utilising WPL registrations from 2007 to 2010, examined the average time taken to complete the WPL components, the percentage of the academic component completed before and during the WPL period as well as the dropout rate.
(3) Relationship between NSC results and success in Mechanical Engineering. The purpose of this study was to determine if relationships could be found between student’s NSC results and success within the programme. This would inform if the departmental entrance requirements were of an appropriate level to ensure prospective students a reasonable chance of success. Results of selected NSC subjects were correlated with those of selected diploma subjects. The distributions of success in these subjects were tabulated against the NSC results allowing a better understanding of the relationship between them.
(4) Investigation into causes of poor performance in Hydraulic Machines III. This study was undertaken to better understand the competencies and learning practices of the students in the author’s class. This involved the interrogation of the performance of students over a number of assessments, the tracking of usage of online resources and the tracking of lecture attendance, and subsequent correlation with performance.
These studies have led to a better understanding of the programmes offered and have put the department in a position to make informed decisions regarding interventions aimed at increasing student success. The work covered in this thesis was presented in two full papers (Graham and Walker, 2011, Graham and Walker, 2015) and two extended abstracts (Graham and Walker, 2013, Walker and Graham, 2013).
Submitted in compliance with the requirements for the Masters of Engineering degree, Department of Mechanical Engineering, Durban University of Technology, Durban, South Africa, 2016.
An investigation into causes of poor performance in a final level course in Mechanical EngineeringGraham, BruceWalker, Mhttp://er.dut.ac.za/123456789/2322018-04-13T00:01:36ZAn investigation into causes of poor performance in a final level course in Mechanical Engineering
Graham, Bruce; Walker, M
In order to determine if performance was generally poor, limited to certain sections of the
syllabus, or related to certain question types such as calculations or conceptual problems, the
performance of students in individual questions in the June 2012 exam was recorded.
Analysis showed performance in calculation problems to be much better than in conceptual
ones. The average score for all calculation problems, bar one, was significantly higher than
those for conceptual problems. The calculation question with the worst performance was the
section covered last in class and not assessed in tests. Students under pressure as the exam
approached may have opted to ignore this section and concentrate on sections they were more
familiar with.
After this initial study it was decided to rearrange the syllabus, covering this section earlier, to
see if this would improve results. Extra resources such as videos, tutorials, examples and
quizzes were added to the subject’s online platform to support this section and to provide
support with regard conceptual questions.
The following semester’s tests and exam results were analysed to see if these interventions were
successful. Analysis of test results showed no real change. To determine why these
interventions were not successful students were surveyed, and data from the online platform
analysed to determine the extent that online resources were utilised. Usage was found to be
limited.
Proceedings of the Biennial Conference of the South African Society for Engineering Education, Cape Town
e-Learning readiness amongst nursing students at the Durban University of TechnologyCoopasami, MarilynKnight, StephenPete, Marihttp://er.dut.ac.za/123456789/2312018-03-20T00:02:13Ze-Learning readiness amongst nursing students at the Durban University of Technology
Coopasami, Marilyn; Knight, Stephen; Pete, Mari
e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological, equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.
Open Access funded by The University of Johannesburg. Available online 13 October 2017